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Program Flyer: Pocahontas and the Powhatan Indians

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Content Provider   HistoryConnects from the Virginia Historical Society  2012-13 Honorable Mention, 2013-14
Contact Information   Evan Liddiard
eliddiard@vahistorical.org
428 North Boulevard
Richmond, VA  23220
United States
Phone: (804) 342-9689
Program Type   Individual Program
Program Rating      based on 17 evaluation(s).
Target Audience   Education: Pre-K Students, Kindergarten, Grade(s): 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, Adult Learners, University, Public Library: Library Patrons, Retirement Communities
Maximum Number of Participants   There is no maximum, but we suggest no more than 30 students.
Minimum Number of Participants   No minimum
Primary Disciplines   Social Studies/History
Secondary Disciplines   Fine Arts, Language Arts/English, Social Studies/History
Program Description   Using primary sources as well as replica artifacts created by Mattaponi Indians, students will learn about what life was like for Woodland Indians by examining the Algonquian speaking Powhatans in Virginia before the first English settlers made it their home. The Powhatans serve as an excellent example of Woodland Indian culture that dominated the eastern United States prior to the European contract. Students will identify the various natural resources used by Native American men, women, and children to make their tools and clothing. Students will also be engaged in a discussion about Pocahontas and the myths associated with her life. Much of what historians now know about her and the Indians we call "the Powhatans" is derived from English sources, as the Powhatans had no written language. Students will look at the reliability of these English sources in a discussion of what mysteries still remain about these people.
Program Format   1. The program will begin with an introduction to Native American historical origins.
2. The audience will next examine and compare John Smith's famous map to current maps of today.
3. The audience will then examine several John White water colors and examine replica artifacts as examples of life and culture for Eastern Woodland Indians.
4. The audience will then view several images of Pocahontas created over the last 400 years and discuss some of the myths that surround her.
5. The program will end with time for a Question and Answer period.
Objectives   The participant will:
-describe the interactions between the English settlers and the native peoples;
-describe how American Indians related to the climate and their environment to secure food, clothing, and shelter;
-discuss the environmental characteristics of Virginia's Coastal Plain region
-identify the major characteristics of Eastern Woodland Indian culture, and
-identify three major Indian language groups in Virginia, including recognizing words from the Algonquian language.
National/Common Core Standards to which this program aligns   Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.

National Standards
Topic 1: Living and Working Together in Families and Communities, Now and Long Ago
Standard 2: History of Students’ Local Community and How Communities in North America Varied Long Ago

THREE WORLDS MEET (BEGINNINGS TO 1620)
Standard 1: Comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.
Standard 2: How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.
State/Regional Standards to which this program aligns   Common Core
Grade Two
CCSS.ELA-LITERACY.RI.2.3 : Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.RI.2.4 : Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CCSS.ELA-LITERACY.RI.2.6 : Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Grade Three
CCSS.ELA-LITERACY.RI.3.1 : Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
CCSS.ELA-LITERACY.RI.3.3 : Describe the relationships between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
CCSS.ELA-LITERACY.RI.3.7 : Use information gained from illustrations and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.9 : Compare and contrast the most important points and key details presented in two texts on the same topic.
Grade Four
CCSS.ELA-LITERACY.RI.4.3 : Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text , including what happened and why, based on specific information in the text.
CCSS.ELA-LITERACY.RI.4.4 : Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.6 : Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and information provided.
Grade Five
CCSS.ELA-LITERACY.RI.5.3 : Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CCSS.ELA-LITERACY.RI.5.4 : Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.
CCSS.ELA-LITERACY.RI.5.6 : Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
CCSS.ELA-LITERACY.RI.5.7 : Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
Grade Six-Eight
CCSS.ELA-LITERACY.RI.6-8.1 : Cite specific textual evidence to support analysis of primary and secondary sources.
CCSS.ELA-LITERACY.RI.6-8.2 : Determine the central ideas or information of primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.
CCSS.ELA-LITERACY.RI.6-8.3 : Identify key steps in a text's description of a process related to history/social studies.
CCSS.ELA-LITERACY.RI.6-8.7 : Integrate visual information (eg., photographs or maps) with other information in print and digital texts.
CCSS.ELA-LITERACY.RI.6-8.9 : Analyze the relationship between a primary and secondary source on the same topic.
Grade Nine-Ten
CCSS.ELA-LITERACY.RI.9-10.1 : Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information.
CCSS.ELA-LITERACY.RI.9-10.3 : Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them.
CCSS.ELA-LITERACY.RI.9-10.9 : Compare and contrast treatments of the same topic in several primary and secondary sources.
Grade Eleven-Twelve
CCSS.ELA-LITERACY.RI.11-12.4 : Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
CCSS.ELA-LITERACY.RI.11-12.7 : Integrate and evaluate multiple sources of information presented in diverse formats and media in order to address a question or solve a problem.
CCSS.ELA-LITERACY.RI.11-12.9 : Integrate information from diverse sources, both primary and secondary, into a coherent understanding of an idea or event, noting discrepancies among sources.

Our programs are aligned with both national standards and Virginia Standards of Learning. While our programs can be tailored to suit learners of any age, they are initially designed for students in upper elementary and secondary schools.

Grade Two History
2.2 The student will compare the lives and contributions of three American Indian cultures of the past and present, with emphasis on the Powhatan of the Eastern Woodlands, the Lakota of the Plains, and the Pueblo peoples of the Southwest.
2.3 The student will identify and compare changes in community life over time in terms of buildings, jobs, transportation, and population.

Virginia Studies
VS.2 The student will demonstrate knowledge of the physical geography and native peoples, past and present, of Virginia by
a)locating Virginia and its bordering states on maps of the United States;
b)locating and describing Virginia’s Coastal Plain (Tidewater), Piedmont, Blue Ridge Mountains, Valley and Ridge, and Appalachian Plateau;
c) locating and identifying water features important to the early history of Virginia (Atlantic Ocean, Chesapeake Bay, James River, York River, Potomac River, Rappahannock River, and Lake Drummond and the Dismal Swamp);
d)locating three American Indian language groups (the Algonquian, the Siouan, and the Iroquoian) on a map of Virginia;
e)describing how American Indians related to the climate and their environment to secure food, clothing, and shelter;
f)describing how archaeologists have recovered new material evidence at sites including Werowocomoco and Jamestown;
g)identifying and locating the current state-recognized tribes.

United States History to 1865
USI.3 The student will demonstrate knowledge of how early cultures developed in North America by
a)describing how archaeologists have recovered material evidence of ancient settlements, including Cactus Hill in Virginia.
b)locating where the American Indians lived, with emphasis on the Arctic (Inuit), Northwest (Kwakiutl), Plains (Lakota), Southwest (Pueblo), and Eastern Woodlands (Iroquois);
c)describing how the American Indians used the resources in their environment.
USI.4The student will demonstrate knowledge of European exploration in North America and West Africa by
a)describing the motivations for, obstacles to, and accomplishments of the Spanish, French, Portuguese, and English explorations;
b)describing cultural and economic interactions between Europeans and American Indians that led to cooperation and conflict, with emphasis on the American Indian concept of land;

Virginia and United States History
VUS.2 The student will describe how early European exploration and colonization resulted in cultural interactions among Europeans, Africans, and American Indians.
Program Length   45-60 minutes
By Request   This program is available by request ONLY
Date/Time Notes   Programs are available Monday through Friday, between 8:00 a.m. and 4:00 p.m. Eastern time.

If these times do not work for your group, please contact Evan Liddiard at eliddiard@vahistorical.org and we will make every effort to find a convenient time for your program.
Program Cost   Point to Point Cost: $100.00
By Request Cost: $100.00
Program Fee Notes   This program is offered at $50 to schools within the state of Virginia.
Cancellation Policy   We will not charge for programs canceled due to inclement weather conditions. A full refund will be granted to sites that cancel more than 48 hours in advance.
Is recording allowed?   No
Program Delivery Mode(s)   Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Skype, iChat, FieldTripZoom, Vidyo, Movi/Jabber, Blue Jeans, etc...)
Webinar
Other: Zoom
Minimum Technology Specifications for sites connecting to this provider   All schools will dial into the VHS.

IP address: 38.68.255.194

For H.323 video conferencing systems (Polycom, Tandberg, Cisco, Lifesize), groups should dial into us directly via IP connections or through a bridging agent, at an ideal connection speed of at least 384 kbps.

Our programming is also available to groups who do not have access to video conferencing equipment through the use of free cloud-based video conferencing software. Software configuration and connection instructions will be sent out once we have received your program request form.

We require a test call be scheduled at least one week prior to the date of your program in order to verify that we can maintain an acceptable connection between our sites.

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It is necessary to have a PIN to request a connection. Find out how to get your free PIN, or Find your PIN.
For additional assistance, phone 866-826-2452.

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